James H. Stronge is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. His work on teacher quality focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at state, national, and international conferences, such as those conducted by the American Educational Research Association, American Association of School Administrators, Asia-Pacific Conference on Gifted, Association for Supervision and Curriculum Development, European Council of International Schools, National Evaluation Institute, and University Council for Educational Administration. Additionally, he has worked extensively with local school districts and other educational organizations on issues related to teacher effectiveness, teacher selection, and teacher and administrator evaluation. Stronge has authored, coauthored, or edited twenty-two books and more than one hundred articles, chapters, and technical reports. Selected books have been translated and published in Arabic, Mandarin, Italian, Korean, Portuguese, and Vietnamese. Some of his recent books include: ?Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (Eye On Education, 2009) ?Qualities of Effective Principals (Association for Supervision and Curriculum Development, 2008) ?Qualities of Effective Teaching, 2nd ed. (Association for Supervision and Curriculum Development, 2007) ?The Teacher Quality Index: A Protocol for Teacher Selection (Association for Supervision and Curriculum Development, 2006) ?Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachers (Corwin Press, 2006) ?Linking Teacher Evaluation and Student Achievement (Association for Supervision and Curriculum Development, 2005) ?Evaluating Teaching, 2nd ed. (Corwin Press, 2005) Dr. Stronge has been a teacher, counselor, and district-level administrator. His doctorate is in educational administration and planning from the University of Alabama. He may be contacted at: The College of William and Mary, School of Education, PO Box 8795, Williamsburg, VA 23187-8795; 757-221-2339; or http://wmpeople.wm.edu/jhstro.

• Part I Effective Teachers = Student Achievement; Chapter 1 Do Teachers Matter? The Impact of Teachers on Student Achievement; Chapter 2 How Much Do Teachers Matter?; Chapter 3 Why Do Teachers Matter?; Chapter 4 How Do Teachers Matter?7This chapter was coauthored by Xianxuan Xu; Chapter 5 How Does Teacher Effectiveness Impact School Reform?; Chapter 6 Why Teachers Do Matter Most; Part II Resources You Can Use;

James H. Stronge is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. His work on teacher quality focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at state, national, and international conferences, such as those conducted by the American Educational Research Association, American Association of School Administrators, Asia-Pacific Conference on Gifted, Association for Supervision and Curriculum Development, European Council of International Schools, National Evaluation Institute, and University Council for Educational Administration. Additionally, he has worked extensively with local school districts and other educational organizations on issues related to teacher effectiveness, teacher selection, and teacher and administrator evaluation. Stronge has authored, coauthored, or edited twenty-two books and more than one hundred articles, chapters, and technical reports. Selected books have been translated and published in Arabic, Mandarin, Italian, Korean, Portuguese, and Vietnamese. Some of his recent books include: ?Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (Eye On Education, 2009) ?Qualities of Effective Principals (Association for Supervision and Curriculum Development, 2008) ?Qualities of Effective Teaching, 2nd ed. (Association for Supervision and Curriculum Development, 2007) ?The Teacher Quality Index: A Protocol for Teacher Selection (Association for Supervision and Curriculum Development, 2006) ?Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachers (Corwin Press, 2006) ?Linking Teacher Evaluation and Student Achievement (Association for Supervision and Curriculum Development, 2005) ?Evaluating Teaching, 2nd ed. (Corwin Press, 2005) Dr. Stronge has been a teacher, counselor, and district-level administrator. His doctorate is in educational administration and planning from the University of Alabama. He may be contacted at: The College of William and Mary, School of Education, PO Box 8795, Williamsburg, VA 23187-8795; 757-221-2339; or http://wmpeople.wm.edu/jhstro.

• Part I Effective Teachers = Student Achievement; Chapter 1 Do Teachers Matter? The Impact of Teachers on Student Achievement; Chapter 2 How Much Do Teachers Matter?; Chapter 3 Why Do Teachers Matter?; Chapter 4 How Do Teachers Matter?7This chapter was coauthored by Xianxuan Xu; Chapter 5 How Does Teacher Effectiveness Impact School Reform?; Chapter 6 Why Teachers Do Matter Most; Part II Resources You Can Use;

James H. Stronge is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. His work on teacher quality focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at state, national, and international conferences, such as those conducted by the American Educational Research Association, American Association of School Administrators, Asia-Pacific Conference on Gifted, Association for Supervision and Curriculum Development, European Council of International Schools, National Evaluation Institute, and University Council for Educational Administration. Additionally, he has worked extensively with local school districts and other educational organizations on issues related to teacher effectiveness, teacher selection, and teacher and administrator evaluation. Stronge has authored, coauthored, or edited twenty-two books and more than one hundred articles, chapters, and technical reports. Selected books have been translated and published in Arabic, Mandarin, Italian, Korean, Portuguese, and Vietnamese. Some of his recent books include: ?Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (Eye On Education, 2009) ?Qualities of Effective Principals (Association for Supervision and Curriculum Development, 2008) ?Qualities of Effective Teaching, 2nd ed. (Association for Supervision and Curriculum Development, 2007) ?The Teacher Quality Index: A Protocol for Teacher Selection (Association for Supervision and Curriculum Development, 2006) ?Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachers (Corwin Press, 2006) ?Linking Teacher Evaluation and Student Achievement (Association for Supervision and Curriculum Development, 2005) ?Evaluating Teaching, 2nd ed. (Corwin Press, 2005) Dr. Stronge has been a teacher, counselor, and district-level administrator. His doctorate is in educational administration and planning from the University of Alabama. He may be contacted at: The College of William and Mary, School of Education, PO Box 8795, Williamsburg, VA 23187-8795; 757-221-2339; or http://wmpeople.wm.edu/jhstro.

• Part I Effective Teachers = Student Achievement; Chapter 1 Do Teachers Matter? The Impact of Teachers on Student Achievement; Chapter 2 How Much Do Teachers Matter?; Chapter 3 Why Do Teachers Matter?; Chapter 4 How Do Teachers Matter?7This chapter was coauthored by Xianxuan Xu; Chapter 5 How Does Teacher Effectiveness Impact School Reform?; Chapter 6 Why Teachers Do Matter Most; Part II Resources You Can Use;